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ASSESSING ADULT PROTECTIVE SERVICES CLIENTS’ DECISION
MAKING CAPACITY
Adult Protective Services Core Competencies
MODULE # 17
Version 2 - Revised July 2015
Developed by the National Center on Elder Abuse and National Adult Protective Services Association
This training is a product of the National Center on Elder Abuse (NCEA), which is funded in part by the U.S. Administration on Aging under Grant
# 90-AM-2792. The project was developed by the National Adult Protective Services
Association (NAPSA), and its contractor, the REFT Institute, Inc.
Grantees undertaking projects under government sponsorship are encouraged to express freely their findings and conclusions. Therefore, points of view or opinions do not necessarily represent official Administration on Aging policy.
NAPSA 2006 & 2015
NATIONAL ADULT PROTECTIVE SERVICES ASSOCIATION
NAPSA is the only national organization which represents APS professionals, programs and clients
NAPSA is the National Voice of APS
NAPSA is a partner in the National Center on Elder Abuse
NAPSA has members in all 50 states
http://www.napsa-now.org/
APS CORE COMPETENCIES
Slide 4
23 NAPSA Core Competencies were identified and developed into trainings for APS staff.
This module is #17: Assessing APS Clients’ Decision-Making Capacity.
For more information about APS Core Trainings, visit http://www.napsa-now.org/resource-center/training/core-aps-competencies/
TRAINING GOAL
To assist Adult Protective Services professionals in identifying the factors that affect clients’ decisional capacity and to know when and how to seek a professional evaluation.
LEARNING OBJECTIVES
Define autonomy, capacity, and incapacity. Describe factors that may influence client
capacity. Describe signs and symptoms that
indicate capacity issues. Identify key questions and approaches
used to screen client capacity, including working with special populations.
Identify implications for case planning as a result of a finding of limited capacity.
WHAT IS AUTONOMY?
‣ Autonomy is the highest principle in legal, psychological and medical issues.
‣ “Autonomy” means the right to make one’s own decisions.
Source: Kemp 2005
WHAT IS DECISIONAL CAPACITY?
Decisional capacity is the ability to adequately process information in order to make a decision based on that information.
Source: Kemp 2005
Attributes of Capacity
‣As a result of physical or mental stress.
‣According to the complexity of the decision.
‣From day to day.
‣From morning to evening.
Source: Kemp 2005
CAPACITY MAY VARY…
CAPACITY EVALUATION
A complete capacity evaluation usually includes:
A physical examinationA neurological examinationShort and long term memory assessmentAssessment of executive functionExam for existing psychological disordersDiagnosis of any existing addictive
syndromes.Source: Oklahoma APS 2005
WHAT IS INCAPACITY?
The inability to receive and evaluate information
Or to make or communicate decisions so that an individual is unable to meet essential requirements for: ‣ physical health ‣ safety‣ or self-care
Even with appropriate technological assistance.
Source: American Bar Association 1997,1998
INCAPACITY
‣Legal incapacity is a judgment about one’s legal rights and responsibilities.
‣May be partial or complete.
‣ Must be supported by evidence over time.‣ Must result in substantial harm.
‣Clinical incapacity is a judgment about one’s functional abilities.
Source: Quinn, 2005
JUDGMENT OF INCAPACITY
‣The client may lose the right to: ‣make decisions about medical
treatment and personal care‣marry‣enter into contracts‣testify in court‣participate in research‣choose where to live
ASSESSING INCAPACITY
• Age, eccentricity, poverty or medical diagnosis alone do not justify a finding of incapacity
• Can be influenced by medical conditions such as:‣ medication and medication interactions, sensory
deficits, substance abuse, mental illness
• Can be influenced by situational factors such as: ‣ substance abuse, depression, social setting, nutritionSource: Quinn 2005
Medical Conditions
These medical conditions can impact cognition:
DehydrationCongestive heart failureChronic lung diseaseUrinary tract infectionDiabetes Mini-stroke
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Medication Issues
Medication
interactions
Medication side effects
Adverse reaction
s
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
ACTIVITY: Differentiating the 3 D’s
Question 1 Question 2 Question 3What are the indicators that client may have a mental status problem?
Does the client appear to have dementia, delirium or depression?
What more information do you need and how would you get it?
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
The 3 D’s
Dementia
Delirium
Depression
Dementia Defined
It is a descriptive term for a collection of symptoms that can be caused by a number of disorders that affect the brain. It includes a memory deficit plus a deficit in at least one other cognitive domain.
Final common behavioral pathway” for many diseases/etiologies that affect the brain
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Irreversible Dementias
Alzheimer’s DiseaseVascular DementiaParkinson’s DiseaseFrontal-Temporal DementiaDementia with Lewy BodiesAlcohol-related Dementia
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Causes of Reversible Dementias
rugs, dehydration, depression
lectrolyte imbalances, emotional disorders
etabolic disorders
ndocrine disorders
utritional Deficiencies
rauma, tumor
nfections (urinary tract)
cute illness, arteriosclerosis complications
eizures, strokes, sensory deprivation
DEMENTIAS
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Delirium
Disturbance in alertness, consciousness, perception, and thinking
Sudden onsetCaused by infection,
dehydration, changes in chemical balance, head trauma, post surgical recovery
Medical emergencyTreatable and reversible
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Symptoms of Depression Yesavage & Brink, GDS, MOOD SCALE
Sleep DisturbanceLoss of Energy/ LibidoChange in Appetite/
WeightPsychomotor
Retardation/ AgitationPoor Concentration/
Attention
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Symptoms of Depression Yesavage & Brink, GDS, MOOD SCALE
Anhedonia - Loss of Interest in Usual Activities
Somatic ComplaintsDysphoria - Flat AffectSense of
Hopelessness/ Worthlessness
Suicidal Ideation
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
CASE STUDY ACTIVITY – ASSESSING DECISIONAL CAPACITY
‣Participants are divided into small groups. Each group will be provided with a case example.
‣The task of group members is to find out as much information about their case as they can by questioning the group leader.
Components of Capacity Assessment
The client understands relevant information.• Question: Do you know that you have a serious cut on your
leg?
The quality of the client’s thinking process.
• Question: How can you get treatment for your wound?
The client is able to demonstrate and communicate a choice.• Question: Do you want to get treatment for your wound?
The client appreciates the nature of his/her own situation.• Question: What will happen if you don’t get your wound
treated?
Source: Kemp 2005
Assessment Scales and Tools
Advantages and disadvantages
When/how to useTypes of assessment tools
Cognitive Folstein Mini-Mental State Exam St. Louis University Mental Status
Exam (SLUMS) Montreal Cognitive Assessment
(MoCA) Clock Drawing Test Paradise-2
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Cognitive Domains
OrientationAttentionMemoryLanguageVisual-Spatial
OrganizationExecutive
Functioning
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Cognitive Domains: Orientation
Useful because standard.
Mostly tests recent and longer-term memory
Response is also influenced by level of alertness, attentiveness, and language capabilities.
If there has been a precipitous change in orientation, this could signal a critical medical condition such as delirium.
Screens: MMSE, MoCA, SLUMSSOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Nonspecific abnormalities that can occur in Focal brain lesions,
Diffuse abnormalities such as dementia or encephalitis, and in behavioral or mood disorders.
Impaired attention is also one of the hallmarks of delirium.
Screens: MMSE-registration, serial 7s; digit repetition; MoCA-digits, letter vigilance; Trails A etc.
Cognitive Domains: Attention
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Cognitive Domains: Memory
Immediate memory: recall of a memory trace after an interval of a few seconds, as in repetition of a series of digits.
Recent memory: ability to learn new material and to retrieve that material after an interval of minutes, hours or days. (e.g. word lists)
Remote memory: recall of events that occurred prior to the onset of the recent memory defect. Note: this cannot be reliably tested unless you have verifiable information.
Screens: MMSE- registration, 3-item delayed recall; MoCA- registration, 3-item delayed recall etc.SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Cognitive Domains: Language
Verbal Fluency. Refers to the ability to produce spontaneous speech fluently without undue word-finding pauses or failures in word searching. Normal speech requires verbal fluency in the production of responses and the formulation of spontaneous conversational speech.
Comprehension- Commands (MMSE fold paper; SLUMS paragraph etc.), general ability to follow directions on exams
Naming- MMSE watch, pen; MoCA camel etc.Repetition- MMSE sentencesReading/Writing- MMSE write a sentence
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Cognitive Domains: Visual-Spatial Organization
Very sensitive to brain dysfunction- can pick up mild delirium and otherwise silent lesions.
In a person’s history, listen for getting lost in previously familiar environments, difficulty estimating distance or difficulty orienting objects to complete a task.
A sensitive indicator of delirium and can occur in any dementia syndrome; it often occurs early in the course of Alzheimer’s disease.
Screens: Clock drawing; Clox; overlapping pentagons,etc.
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Cognitive Domains: Executive Functioning
Constellation of cognitive skills necessary for complex goal-directed behavior and adaptation to a range of environmental changes and demands.
Includes planning strategies to accomplish tasks, implementing and adjusting strategies, monitoring performance, recognizing patterns, and appreciating time sequences.
Deficits associated with disruptive behaviors and self-care limitations among patients with Alzheimer’s disease.
Screens: Clock drawing; Clox; verbal fluency tasks (category and letter); EXIT-25
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
MMSE (Mini Mental State Exam)
Advantages
Well-knownHuge normative data with age
and education norms Translations for all languages we
need
Correct administration directions printed
Quick, easy Disadvantages
Copyright issuesLow ceiling, misses mild
cognitive impairment Often incorrectly administered
and interpreted
“Spell world Backwards”
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
SLUMS
Advantages
Free
Simple Directions/Administration
Good coverage of domains Integrates clock drawing Has education corrected norms
Disadvantages
Language translations in
developmentSome stimuli very small, Would require staff-retraining
Outside providers less familiar
“Draw a clock”
(St. Louis University Mental Status Examination)
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
MoCA (Montreal Cognitive Assessment)
Advantages Free Translations in many languagesMore sensitive than MMSE Interest in tool increasingDisadvantages Takes longer than MMSE More complicated to administer than MMSE
Some directions not printed on formNo clear age and education normsRelatively small normative data Some stimuli very smallOutside providers less familiar
“Name the animals”
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Clock Drawing
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Clock Drawing: Free Condition
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Questions on 16 behaviors and cognitive functions
May be used by non-medical professionals
Questions correspond to brain functions.
Interpretation is subjective.
Source: Blum 2006
PARADISE-2
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Geriatricians, geriatric psychiatrists Neurologists Neuropsychologists Nurses Occupational therapists Physicians Psychiatrists Psychologists Licensed social workers
Source: American Bar Association & America Psychological Association 2005
Clinical Professionals Qualified to Evaluate Capacity
Capacity Assessment Skills
Do your homework: know your client Educational level Language issues Cultural factors
Set the stageJoin with clientBe prepared for
responses
SOURCE: Advanced Biopsychosocial Assessment: Navigating the Grey Areas
Considerations
Source: Quinn 2005
Client Comfort
Timing
Location
Framing the Questions
‣Assessing the client’s ability to:‣ Understand and follow instructions;‣ Understand risks and benefits;‣ Make and execute a plan.
‣Ask questions that focus on: ‣ The client’s understanding of relevant
information.‣ The quality of the client’s thinking process.‣ The client’s ability to demonstrate and
communicate a choice.‣ The client’s understanding of his/her own
situation.
CASE STUDY ACTIVITY – INTERVIEW QUESTIONS
‣Using the previous case examples, smallgroups will develop appropriate questions to evaluate the clients’ decisional capacity
CULTURAL AWARENESS
Openness to learning about other persons’ beliefs, attitudes, values and customs.
Awareness of cultures of physically and mentally challenged persons, of persons
from other ethnic groups, and countries.
Source: Lodwick 2007
CULTURALLY SKILLED INTERVIEWING
Source: Texas Department of Family and Protective Services 2004
Builds rapport
Helps get valid
information
Establishes context
for accurate analysis
Cross Cultural Interviewing Skills
‣Learn as much as you can beforehand about cultural beliefs that affect:‣ Values‣ Attitudes‣ Customs‣ Faith/religious beliefs‣ Family structure
‣ Marriage‣ Roles
Source: Texas Department of Family and Protective Services 2004
Cross Cultural Interviewing Skills
Be aware that strangers are perceived as “outsiders”.
Take time to establish rapport.
Speak clearly, avoid idioms and slang.
Mirror the interviewee in tone of voice, eye contact, directness of speech.
Be respectful.
Source: Texas Department of Family and Protective Services 2004
‣Never rely on the perpetrator or a family member to act as the interpreter.
‣Always use independent interpreters.
‣When using an interpreter, direct all communication to the victim.
Source: Ramsey-Klawsnik 2005
Using Interpreters
Non-Verbal Clients
‣ Ask simple “yes” or “no” questions.
‣ Ask the client to: ‣ squeeze your hand, or ‣ blink his/her eyes.
Assisted Capacity Interviewing Skills
‣When a client appears to lack full decisional capacity, it may be possible to assist their decision-making by:‣ Treating medical problems
‣ Providing information
‣ Manipulating the environment
‣ Providing encouragement and support
Source: Kapp 1990
CASE STUDY ACTIVITY – CASE PLANNING
‣Using the previous cases examples, the small groups will develop a next step for each case, based on the client capacity assessments.
‣These next steps will be presented to the large group for discussion.
Closing
ReflectionsQuestionsEvaluationsResources
NCEA: www.ncea.aoa.gov NAPSA: www.napsa-now.org/
Thank you!